Research in kinesiology suggests college students' sedentary behavior and habits increase the risk of premature chronic disease. Physical literacy has been proposed as a possible solution to increase physical activity participation. Participants in this study were community college students (n = 13) enrolled in a required kinesiology wellness and activity course. This mixed methods study used a modified perceived physical literacy instrument (PPLI) to examine students' perceptions of their physical literacy at the start and end of the course. Dependent samples t-tests revealed significant changes in the participants' perceived physical literacy for the survey data. Students' perception of physical literacy improved significantly from the pre to post-PPLI, indicating the physical literacy focused curriculum effectively progressed their perceived physical literacy. Individual results from the PPLI showed significant changes with one of the four attributes of physical literacy, motivation, at p < 0.0125 when correcting for Type I errors with a large effect size. Additional data were collected from course assignments and interviews, allowing participants to express their perceptions about physical literacy. Focus group and individual interviews and assignment analysis revealed five themes: "I feel confident, I got better because I was helped, I am motivated, I move better," and "I learned new information." Participants indicated progression in the perception of their physical literacy. Many stated a positive change in their motor competence and knowledge and understanding of the benefits of a physically active lifestyle. The findings demonstrate it may be possible to use this curriculum in other courses at the community college to help progress physical literacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]